Teachers Use IRIs to Help Struggling Readers

Authors

  • Dr. Carolyn S. Russell Troy University
  • Barbara Griesheim Columbus State University
  • Nancy Lee Columbus State University

DOI:

https://doi.org/10.56887/galiteracy.58

Keywords:

Informal Reading Inventories, oral reading, reading level, comprehension questions, instructional level

Abstract

During the past few decades, an extraordinary amount of public attention has been given to controversies regarding how reading is being taught, is not being taught, or how it should be taught. To address reading concerns, publishers have developed commercial reading programs which provide teachers with materials on a variety of reading levels for use in the classroom. These materials allow teachers to match the reading levels of students with the appropriate reading books. Within a typical classroom, the reading ability of the students will range from below grade level to above grade level. In order to accurately select books that are on a student's reading level, a teacher must assess the student's reading skills. Betts (1950) developed a simple technique for using graded reading books to evaluate children's reading levels. The technique, which he called an "Informal Reading Inventory," involved selecting a short passage from grade level readers several grade levels below and above the student's grade level. Next, several comprehension questions were written for each passage. The student was to read the passages aloud and to answer the questions. Results of the oral reading and the comprehension questions are analyzed to determine the student's reading level.

 

Author Biographies

  • Dr. Carolyn S. Russell, Troy University

    Dr. Carolyn S. Russell ([email protected]) is an Associate Professor in the Education Department at Troy University in Phenix City, Alabama. She has authored and coauthored a number of articles on reading and reading assessment and has presented at national and state conferences. She has developed and is currently conducting a reading project with volunteer readers in three Title l elementary schools in Russell County, Alabama. 

  • Barbara Griesheim, Columbus State University

    Barbara Griesheim ([email protected]) is a graduate student at Columbus State University, Columbus, GA where she is working towards a Master's Degree in Early Childhood Education with a reading endorsement. She has ten years of professional teaching experience with general education and special education students ranging from Pre-kindergarten through fifth grade at Key Elementary School, Columbus, GA.

  • Nancy Lee, Columbus State University

    Nancy Lee ([email protected]) is a graduate student at Columbus State University, Columbus, GA where she is working towards a Master's Degree in Early Childhood Education with a reading endorsement. She has been teaching 5th grade at Johnson Elementary School in Columbus, Georgia for the past three years. She has previously worked as a Title l Math Intervention Teacher at a local middle school and at an elementary school.

     

Teachers Use IRIs to Help Struggling Readers

Downloads

Published

10/30/2014

Issue

Section

Research and Practitioner Articles

How to Cite

Russell, C., Griesheim, B., & Lee, N. (2014). Teachers Use IRIs to Help Struggling Readers. Georgia Journal of Literacy, 37(2), 13-17. https://doi.org/10.56887/galiteracy.58

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